Role
of the Christian School Administrator
by:Paul Young:
The expectations of
Christian school administrators are as varied as the public you serve.
In the early years of my ministry I was frustrated trying to identify
who I really was. There were times when I felt that I was expected to
be a curriculum specialist, a child psychologist, an accountant, a lawyer,
a master teacher, a marriage counselor, a referee, a private eye, an investigator,
an architect, a policeman, a diplomat, a politician, a preacher, a painter,
a public relations specialist, a labor and contract negotiator, and a
janitor. In addition,
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The
Role of Financial Aid in the Funding Paradigm Shift:
by:Paul Young:
As a growing number of Christian schools transition
to a system which increases tuition levels to cover 100% of total operating
costs, the number one obstacle to change is the fear of losing students
because of the tuition increases. This obstacle can be overcome with an
effective need-based financial aid program. This proposed solution will,
however, generate a second concern: How do we fund a financial aid program?
Read
More:
How
Our School Is Making the Funding Paradigm
Shift:
by:Paul Young
To understand the funding paradigm shift that is in progress at our school
you must first know something of our history. The Southern Baptist Educational
Center was founded in 1972 by ten churches. Like most schools, tuition
was established by consensus of the board, based on what they perceived
the parents could afford. As a consequence, there was a funding gap each
year. Funds designated for the next school year were routinely spent in
order to cover current year expenditures. Not surprisingly, a financial
crisis occurred and in 1978 five churches withdrew their support. The
school was experiencing not only a financial crisis, but a philosophical
and leadership crisis as well. Read
More:
The
Marriage of the Church and the Christian School:
Why Do They Struggle?
by:Paul Young
Most would agree that the marriage of the church and the Christian day
school is in trouble. There has developed an attitude of distrust, disloyalty,
and in many cases open rebellion. And as in any marriage that is in trouble,
the children are suffering the most. The conflicts are causing many pastors
to question their commitment to Christian education. In fact, most pastors
surveyed today would not consider having a Christian school as part of
their church's ministry. Read
More:
The
Case for Christian Education
By Paul E. Young
Why should your children be involved in Christian Education?
Psalm 78:4-7
". . . we will tell the next generation the praiseworthy deeds of the
Lord, his power, and the wonders he has done. [5] He decreed statutes for
Jacob and established the law in Israel, which he commanded our forefathers
to teach their children, [6] so the next generation would know them, even
the children yet to be born, and they in turn would tell their children. [7]
Then they would put their trust in God and would not forget his deeds but
would keep his commands. Look what can happen in just three generations?
The Life of Joshua — 1st Generation
Every time you see Joshua in scripture he is seeking to please the Lord. It was Joshua who said, "Choose for yourself whom you will serve but for me and my house we will serve the Lord." Read More:
The
"Busy" Heart
by:Paul Young
If I could turn back the clock and start my professional career over again, this is one area of my life that I would change. Someone has accurately said, "Beware of the barrenness of a busy heart and beware of the busyness of a barren heart." Unless you get a handle on your busy schedule, you run the risk of ineffective ministry and the possibility of broken or wounded relationships. Your most precious relationships and most important ministry (your spouse & children) are adversely affected by a busy schedule because we rationalize with the idea, "They will understand." Read more:
A
Heart for God - Personal Devotional Life
by:Paul Young
Last summer I attended a seminar in Nashville, Tennessee, on "Building Schools of Influence." We were encouraged to write a personal mission statement, develop our core values and write our KRA's (Key Result Areas). We did a personal SWOT analysis where we looked at our strengths, weaknesses, opportunities, and threats. From that list we were encouraged to identify in priority order initiatives or issues which needed to receive the focus of all our resources for the next one thousand days. Ninety-five percent (95%) of those present identified as their number one priority a need to strengthen their personal devotional life. Read More:
A
CASE FOR A CHRISTIAN HIGH SCHOOL
By: Michael Beidel
The Dallas area has many excellent public and private high schools. With this plethora of educational options, are there compelling reasons for sending one's children to a Christian high school? Do the benefits warrant the financial sacrifice a family surely must make in order to do so?
There are at least four philosophical factors one might take into account in determining whether to enroll a student in a high school like ours. Read More:
The
True Test of Effective Ministry
by Brian Simmons, Ed.D
As believers obediently serve the Lord in the power of the Holy Spirit
by using their spiritual gifts to build up the body of Christ unity and
effective ministry is the result. In the process, God is glorified. In
this article, we see eight marks of effective ministry.
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What is a Classical,
Christian Education?
By: Dr. Hal Brunson,
The terms "classical" and "Christian" aptly describe Covenant Christian Academy's educational philosophy. By no means synonyms, the "classical" and "Christian" elements of our curriculum nonetheless synthesize beautifully to provide our students an excellent and unique college-preparatory education with a distinctively Christian worldview. The term "classical" denotes excellence- maximum performance and accomplishment- particularly in academic disciplines. Read More:
Measuring
What Matters: How Do We Assess School Culture?
By: Steve D. Whitaker, Headmaster, Highview Baptist School
John L. Keedy, Professor of Education, University of Louisville
The PGA Championship has come and gone in Louisville, Kentucky. What is left behind are memories of some great golf shots, a few kids with autographed hats and more "Tiger Tales" than you can imagine. My favorite Tiger Tale was told to me by one of our school parents who moved to Kentucky from California several years ago. While in California she worked in the human resources department of a large company. One of her duties included signing off on the final paperwork as employees left the company and entered retirement. Read More:
Time
Management: A Practical Approach to a Perennial Problem
By: Steve D. Whitaker, Headmaster, Highview Baptist
School
John L. Keedy, Professor of Education, University of Louisville
Our nation was engaged in the crisis of war when Franklin Delano Roosevelt said, "Never before have we had so little time in which to do so much." And while the stress involved in leading a school may not match that of a president engaged in a world war, the analogy does have merit. School administrators have very busy schedules-classrooms to visit, students to encourage, budgets to review, development projects to advance, and much more. Time management is a skill that any successful school executive must continually seek to master.Read More:
Ingredients
of Effective Evaluation of the School Head
By Dr. Phil Graybeal of Graybeal and Associates,
LLC
One of the rules of effectiveness is to know the purpose for each activity.
So why do we evaluate school heads? Reasons and motivation come
from many different angles, some that we will freely admit, and others
we would be embarrassed to confess:
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Acessibility
Vs. Affordability
By Edward E. Gamble
Several years ago, our school faced a dilemma, an impending train wreck
of two scriptural principles. How could we provide excellence "as
if unto the Lord" without becoming a school for the financially elite?
Lower and middle income families were already clamoring for affordable
tuition, yet our teachers were underpaid, our technology was aging, our
course offerings were too thin, and we had no reserves. Raising tuition,
the only viable source of revenue, risked losing good families already
at their tuition-paying limit. Failing to raise more revenue meant not
delivering quality.
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